5 │ USING DIGITAL TECHNOLOGIES IN DISTANCE LEARNING Distance learning in basic and upper secondary schools in the Czech Republic 31 CHART 12 | Proportion of teachers according to support received for the implementation of distance learning The following situation demonstrates appropriate cooperation and support. Friendly approach and help (training and continuous assistance provided to teachers) from the ICT teacher, who created clear manuals for distance learning for both pupils and teachers. With the consent of the pupils, lessons are recorded to be available to them for learning at home. A good working atmosphere in the teaching staff plays an important role in the support. I received support thanks to mutual training in the teaching staff. We tested online communication from the pupil’s position (how the pupil sees and hears the teacher, how the pupil sees the presented materials, etc.). In addition, we share experience with our colleagues. Compared to spring, it’s great. We have excellent conditions and our ICT specialist is a professional. In basic schools, members of school management often played a key role in the support. The deputy sent us links to videos for distance learning on the internet. My colleagues and I help each other. The management provided us with training for the Microsoft Teams platform. It also provided access to interactive textbooks. My school colleagues and I share experience. Some teachers also found support outside school, for example, on social networks. I use links from teacher groups. I attended Google Classroom training at the beginning of distance learning. I use self-study, participate in groups on Facebook and talk to my colleagues. I use internet materials and information. As part of the Erasmus project, I communicate about the problems of current distance learning with foreign teachers. However, other teachers rely more on themselves. I’m self-taught, using a trial-and-error method. I try to go my own way in distance learning. Although there is a marked shift in the mastering of digital competences, school managements often expressed the need for further teacher training focused on these skills. In most schools, the educational needs were individually very different, depending on the situation of the individual teachers. 0 %10 %20 %30 %40 %50 %60 %% 70 %80 %90 %neúplné ZŠúplné ZŠgymnáziamaturitní SOŠnematuritní SOŠbyl k dispozici správce ICT, který učitelůmposkytoval technickou podporu vedení školy nabídlo vzdělávánízaměřené na distanční výukubyl k dispozici ICT metodik, který učitelůmpomáhal s didaktickými aspekty výukyvzdělávání či podporu hledal učitel mimors školu, např. na on-line webinářích zdarma90% 80% 70% 6050% 40% 30% 20% 10% 0% incomplete BSs complete BSs secondary general schools Maturita STSs non-Maturita STSs an ICT administrator was available to provide teachers with technical supportan ICT methodologist was available to assist teachers with the didactic aspects of teaching the school management offered training focused on distance learning training or support was sought by teacheoutside school, e.g. at free online webinars